Journal ArticleDOI
School Readiness and Later Achievement
Greg J. Duncan,Chantelle J. Dowsett,Amy Claessens,Katherine Magnuson,Aletha C. Huston,Pamela Kato Klebanov,Linda S. Pagani,Leon Feinstein,Mimi Engel,Jeanne Brooks-Gunn,Holly R. Sexton,Kathryn Duckworth,Crista Japel +12 more
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TLDR
A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills, while measures of socioemotional behaviors were generally insignificant predictors of later academic performance.Abstract:
Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgroundsread more
Citations
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Book
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Journal ArticleDOI
The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions
Joseph A. Durlak,Roger P. Weissberg,Allison B. Dymnicki,Rebecca D. Taylor,Kriston B. Schellinger +4 more
TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
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The Technology of Skill Formation
Flavio Cunha,James J. Heckman +1 more
TL;DR: Cunha and Heckman as mentioned in this paper discuss the technology of skill formation, report,ChicagoAmerican Economic Association,2007.May 7, 2007, pp. 17-20, p.
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Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century
TL;DR: In this article, the authors identify caracteristicas relacionadas with the aprendizaje of these habilidades, that include desarrollo profesional docente, curriculo, evaluacion, programas extraescolares and extraescolate, and centros de aprendíe informal como exhibiciones and museos.
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The malleability of spatial skills: a meta-analysis of training studies.
David H. Uttal,Nathaniel G. Meadow,Elizabeth Tipton,Linda Liu Hand,Alison R. Alden,Christopher M. Warren,Nora S. Newcombe +6 more
TL;DR: The results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering.
References
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Journal ArticleDOI
The CES-D Scale: A Self-Report Depression Scale for Research in the General Population
TL;DR: The CES-D scale as discussed by the authors is a short self-report scale designed to measure depressive symptomatology in the general population, which has been used in household interview surveys and in psychiatric settings.
Journal ArticleDOI
A Heteroskedasticity-Consistent Covariance Matrix Estimator and a Direct Test for Heteroskedasticity
TL;DR: In this article, a parameter covariance matrix estimator which is consistent even when the disturbances of a linear regression model are heteroskedastic is presented, which does not depend on a formal model of the structure of the heteroSkewedness.
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